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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English First Additional Language Grade 2"

    Collection Review Status: In Review

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Bobtail Part 04

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Bobtail Part 1

EDUCATOR SECTION

Memorandum

In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.

A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.

By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.

Bobtail I tells the story of the rabbit family living on Farmer Brown’s farm. Naughty, disobedient Bobtail goes off on an adventure but escapes just in time.

The stories provide enough repetitive dialogue which learners will find easy to read and to dramatise. Large pictures will encourage discussion. Phonics activities make learners aware of similar beginning sounds in the additional language.

Counting activities and names of the days of the week lend themselves to the integration of Literacy and Mathematics.

Learner’s transcribe sentences in the additional language.

Integration of themes

  • Human Rights

It is the farmer’s right to protect his crops.

  • Social Justice

Bobtail was being disobedient.

  • Inclusively

Everybody (and the bunnies) belong to a family. Family life brings responsibility and consideration for one another.

LEANER SECTION

Content

Let’s make a Bunny Story

  • Cut out the words.
  • Arrange them into sentences.
  • Paste them into the Bunny Shape to make a Bunny Story.
  • Read your Bunny Story to a friend.

Figure 1
Figure 1 (graphics1.png)

Table 1
LO 4.3   LO 6.4  
  • Words for your story.
  • Cut out and paste on your Bunny shape.
Figure 2
Figure 2 (graphics2.png)
Table 2
LO 3.3.1  
  • Say their names.
  • Which sound can you hear at the beginning?
  • Choose one and write it in the block.
Figure 3
Figure 3 (graphics3.png)
Figure 4
Figure 4 (graphics4.png)
Table 3
LO 3.4.3  
  • Sort the pictures.
  • Draw them in their right boxes.
Figure 5
Figure 5 (graphics5.png)

Table 4
LO 1.4.1   LO 3.4.2   LO 5.2.3  

Assessment

Learning Outcome 1:LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.4: We know this when the learner develops phonic awareness:

1.4.1 distinguishes between different sounds that are important for reading and writing;

Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language;

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words:

3.3.1 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.2 understands the letters-sounds relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’;

3.4.3 segments simple words with single initial consonants and short vowels;

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.3: We know this when the learner b completes sentences by filling in missing words;

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language for thinking:

5.2.3 classifies things by putting similar things together, and by identifying the odd one out;

Learning Outcome 6:GRAMMAR AND VOCABULARY: The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.4: We know this when the learner understands and uses some adjectives.

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